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51.
52.
Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of
educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and
an information bank. Each supportive aid was expected to improve perceived process and product quality as well as learning.
In a full factorial experiment, 266 educational science students constructed a competence map, whether or not supported by
different combinations of the three supportive aids. The availability of the construction kit and the phenomenarium had positive
effects on perceived process quality and learning. Furthermore, if there was no phenomenarium with example materials, the absence of the construction kit greatly diminished experienced support (i.e., one
aspect of process quality); if a phenomenarium was present, the availability of the construction kit had relatively little
effect on perceived support. In general, this study indicates that well-designed Web-based support helps to construct competence
maps.
in final form: 2 February 2006 相似文献
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Paul Ginns Rob A. Ellis 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):652-663
This paper reports on the development of a scale for determining the quality of the student e-learning experience at the degree level when the student learning context is predominately a campus-based experience. Rapid developments in the use of information and communication technologies (ICT) in higher education require methods for evaluating the contribution of such tools to student learning, especially when they are complementing a face-to-face experience. We examine the psychometric functioning of a proposed e-learning scale in relation to a well-validated degree-level teaching evaluation instrument, the Student Course Experience Questionnaire. The e-learning scale has suitable reliability and validity in the present sample of undergraduate students for quality assurance activities around ICT. 相似文献
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56.
The right to education depends upon a willingness to finance education fairly. Addressing the difference in educational achievement between learners of different backgrounds is a key aspect of fairness. Framed by contemporary neoliberal policies around marketisation and competitiveness, this paper examines fairness in the education finance policy (EFP) of three jurisdictions in England, Israel and Oklahoma. Using a comparative analysis of school funding formulae and an international survey on the perceptions of local policy actors, the de jure and the de facto EFPs are examined. Our findings reveal de jure policies attempting to address fairness through integrating different student background characteristics. However, variability is evident in the extent to which the de facto policies align with an aspiration for fairness. This is linked to the marketisation of education in each jurisdiction. We conclude that weightings of students’ background characteristics can only be one feature in policy interventions orientated towards bringing about social equity. 相似文献
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Michael G. Hughes Laurence Birdsey Rob Meyers Daniel Newcombe Jon Lee Oliver Paul M. Smith 《Journal of sports sciences》2013,31(8):878-886
Abstract In spite of the increased acceptance of artificial turf in football, few studies have investigated if matches are altered by the type of surface used and no research has compared physiological responses to football activity on artificial and natural surfaces. In the present study, participants performed a football match simulation on high-quality artificial and natural surfaces. Neither mean heart rate (171 ± 9 beats · min?1 vs. 171 ± 9 beats · min?1; P > 0.05) nor blood lactate (4.8 ± 1.6 mM vs. 5.3 ± 1.8 mM; P > 0.05) differed between the artificial and natural surface, respectively. Measures of sprint, jumping and agility performance declined through the match simulation but surface type did not affect the decrease in performance. For example, the fatigue index of repeated sprints did not differ (P > 0.05) between the artificial, (6.9 ± 2.1%) and natural surface (7.4 ± 2.4%). The ability to turn after sprinting was affected by surface type but this difference was dependent on the type of turn. Although there were small differences in the ability to perform certain movements between artificial and natural surfaces, the results suggest that fatigue and physiological responses to football activity do not differ markedly between surface-type using the high-quality pitches of the present study. 相似文献
59.
Rob Kling 《The Information Society》2013,29(1-2):1-7
Abstract Japan is the industrialized country that is most closely identified with an overall industrial policy. It has often been assumed that the success of the Japanese computer industry is attributed to a coherent set of policy measures. The article revisits this assumption by examining the scope and nature of government intervention, and the role of the Ministry of International Trade and Industry (MITI) in particular, in the growth of the computer industry. The analysis shows that industrial policy did not contribute as much as is commonly suggested. 相似文献
60.
Hans G. K. Hummel Rob J. Nadolski Jannes Eshuis Aad Slootmaker Jeroen Storm 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):125-141
Introductory Psychology courses in Higher Education lack application of knowledge in solving work-based problems. We develop and study mini-games that support a more active and experiential way of learning to increase professional awareness. This paper describes the instructional design and the factors under study: learner control and authenticity. We compared professional awareness and perceived authenticity for the old (without game, n = 130) and new course (with game, n = 197) by administering pre- and post-questionnaires. Participants were allocated to game variants, differing in freedom of assignment order (less or more learner control) and number of sources available (less or more authentic). We computer logged their game actions, and asked them additional questions about gameplay that concerned aspects like motivation, flow, performance, learnability and usability. Both courses improved professional awareness (knowledge gains of 4% for the old and 12% for the new course), but only in the new course with mini-games this was significant. Students evaluated gameplay and their content as “more than sufficient” to “good.” A free order of assignments was found to produce more effective (in-game) performance, and the provision of more sources was found to improve learnability, authentic learning and appreciations of gameplay. 相似文献